2026

  • SP: M. Ortega-Llebaria, Z. Wu, M.T. Martínez-García, S. Peperkamp, K. Tajima, M. Kitahara y K. Yoneyama. Pitch suppression in L2 English lexical access: Cross-typological evidence from Mandarin, Japanese, Korean, and French listeners. University of Philadelphia, EE.UU.
  • SP: M.T. Martínez-García y S. Schwab (poster). Dialectal variation in Korean: Sensitivity to F0 in the discrimination of L2 lexical stress. University of Philadelphia, EE.UU.
  • SP: S. Schwab, S. y M.T. Martínez García (póster). Disentangling the musical dimensions related to L2 stress perception: Evidence from German, French, and Korean learners of Spanish. University of Philadelphia, EE.UU.
  • TISLID: A.F. Martins y M.T. Martínez García. An exploratory review of AI-based pronunciation tools for learners of modern languages other than English. UNED, España
  • CIVVT: M.T. Martínez García. La traducción del etiquetado del vino español para el mercado surcoreano: regulación, multimodalidad y redistribución funcional. Universidad de Valladolid, España
  • CIFE: M.T. Martínez García, Ortega-Llebaria, Z. Wu, S. Peperkamp, K. Tajima, M. Kitahara y K. Yoneyama. Pitch and Perception in L2 English: How Native Prosodic Systems Shape Lexical Access. Universidad de Córdoba, España
  • CIFE: M.T. Martínez García y S. Schwab. L2 word stress discrimination and musical perception abilities. Universidad de Córdoba, España
  • LSA: M. Ortega-Llebaria, Z. Wu, M.T. Martínez García, S. Peperkamp, K. Tajima, M. Kitahara y K. Yoneyama. Perceiving the Stress, Missing the Word: Cross-Linguistic F0 Strategies in L2 English. New Orleans, EE.UU.

2025

  • CILL: M.T. Martínez García. Avances en la Enseñanza del Inglés: Estrategias y Aplicaciones Neurocientíficas. Universidad de Cantabria, España
  • HK 3.0: M.T. Martínez García y A. Ferreira Martins (taller). Pronunciation instruction in Japanese and South Korean universities: A data-driven study of beliefs, training, and engagement. Chosun University, República de Corea
  • ASA & ASJ: K. Tajima, M. Ortega-Llebaria, M. Kitahara, S. Peperkamp, M.T. Martínez García, K. Yoneyama, K. y Z. Wu (poster). Influence of native-language prosody on second-language word processing: A cross-linguistic comparison. Hawai, EE.UU.
  • CIE: E. Martínez García y M.T. Martínez García. Impacto Económico del Español en Corea del Sur: Retos y Oportunidades Emergentes. Universidad de Salamanca, España
  • CIINECO: S. Mujcinovic y T. Gómez Carrero. 2025. Bilingüismo al poder: estrategias para conocer y reconocer al bilingüe. Online
  • ISB: T. Gómez Carrero, R. Fernández Fuertes, R., E. Álvarez de la Fuente y S. Mujcinovic. Age and language dominance at the crossroads of bilingual processing: codeswitching in Gibraltar. BCBL – Basque Center on Cognition, Brain and Language, España
  • New Sounds: M.T. Martínez García, S. Schwab y J. Llisterri (póster). The perception of lexical stress in Spanish by Seoul and Kyungsang Korean speakers: A comparative study
  • New Sounds: S. Schwab y M.T. Martínez García. Perceptual ability as a predictor of word-level stress use in L2 Spanish word recognition. University of Toronto, Canadá
  • NOCroDeP: S. Mujcinovic, Q. Yuan y R. Fernández Fuertes. Understanding null objects in L2 English: from acceptability to production. Universitat de les Illes Balears, España
  • Psychoshorts: Sánchez Calderón y R. Fernández Fuertes. Second language acquisition of English dative alternating structures by Spanish native speakers: potential crosslinguistic effects. Universidad de Ottawa, Canadá
  • SELL: A. Ogneva y T. Gómez Carrero. El género gramatical en el español como segunda lengua: el efecto de la L1 y las metodologías. Universidad de Salamanca, España

2024

  • AESLA: R. Fernández Fuertes, T. Gómez Carrero, E. Álvarez de la Fuente y S. Mujcinovic. Spanish as a heritage language in Gibraltar: The role of lexical access to formal features in the bilingual mind. Universitat de València, España
  • AESLA: S. Mujcinovic, R. Fernández Fuertes y E. Gómez Garzarán. English grammar teaching in primary school: Does it work? Universitat de València, España
  • GIC: R. Fernández Fuertes, T. Gómez Carrero, E. Álvarez de la Fuente y S. Mujcinovic. Codeswitching preferences in Gibraltar: when dominance and age are involved. Universidade de Vigo, España
  • SRC: S. Mujcinovic and I. Mañas Navarrete. What can language typology and time of instruction say about narrative development in English as a foreign language? Universitat Internacional de Catalunya, España

2023

  • AESLA: R. Fernández Fuertes y Q. Yuan. Characterizing negative crosslinguistic influence effects in experimental data in the direct object domain. Universidad de Extremadura, España
  • AESLA: T. Gómez Carrero y A. Ogneva. Dealing with gender: L1 Russian adults acquiring Spanish grammatical gender as L2. Universidad de Extremadura, España
  • AESLA: T. Gómez Carrero, R. Fernández Fuertes, E. Álvarez de la Fuente y S. Mujcinovic. Sensitivity to Spanish grammatical gender: L1 versus heritage Spanish bilinguals’ eye movements. Universidad de Extremadura, España
  • AILA: J.M. Liceras y R. Fernández Fuertes. Codeswitching and grammatical gender: language dominance at the crossroads of convergent/divergent experimental data. Universidad de Lyon, Francia
  • AILA: R. Stankova Laykova y R. Fernández Fuertes. L1 Spanish in contact with HL English and with HL Bulgarian: Does language dominance relate to lexical specialization? Universidad de Lyon, Francia
  • AMLaP: R. Fernández Fuertes, T. Gómez Carrero y J. Muñoz Liceras. Exploring the mental lexicon of bilingual children when processing codeswitched determiner phrases. BCBL – Basque Center on Cognition, Brain and Language, España
  • BUCLD: R. Fernández Fuertes, T. Gómez Carrero y J.M. Liceras. Investigating the processing of codeswitched determiner phrases: a window to explore the child bilingual mental lexicon. Boston University, EE.UU.
  • CILG: J.M. Liceras y R. Fernández Fuertes. La encrucijada acceso léxico y cotejo de rasgos en el español no nativo: el género gramatical y la alternancia de códigos. Universidad Complutense de Madrid, España
  • ISB: R. Fernández Fuertes, Q. Yuan y S. Mujcinovic. Exploring negative crosslinguistic influence effects in the direct object domain. Macquarie University, Australia
  • LASLAB: R. Fernández Fuertes y E. Gómez Garzarán. Explicit instruction and length of exposure in the teaching of English noun-noun compounds: Two good ‘ingredients’ for Spanish children in primary education. Universidad del País Vasco, España
  • NODOS: R. Fernández Fuertes, S. Mujcinovic y Q. Yuan. Learning of object and verb properties: how much does the first language weigh in second language learning? Universidad de Sevilla, España
  • RT: S. Sánchez Calderón y R. Fernández Fuertes. The interplay between acquisition context and language status in the acquisition of datives by bilingual Spanish children. UNED, España

2022

  • BIUNED: R. Stankova Laykova y R. Fernández Fuertes. Lexical specialization and language dominance: copula and auxiliary verbs in L1 and 2L1 acquisition. UNED, España
  • BMRS: R. Fernández Fuertes y E. Gómez Garzarán. Does teaching grammar pay off? L2 English in a Spanish primary school. University of Edinburg, Reino Unido
  • BMRS: R. Fernández Fuertes, Q. Yuan y S. Mujcinovic. What is behind object omission in L2 English: crosslinguistic influence or verb type and verb form? University of Edinburg, Reino Unido
  • ELLME: S. Mujcinovic y R. Fernández Fuertes. L2 English children’s subject production: lexical specialization, typology and time of instruction in L2 attainment. Universidad de Granada, España
  • ELLME: Sánchez Calderón y R. Fernández Fuertes. English-Spanish bilingual acquisition of English monotransitives in the active and passive voice from birth. Universidad de Granada, España
  • ELLME: T. Gómez Carrero y R. Fernández Fuertes. Bilingual children’s language interplay through the analysis of codeswitching. Universidad de Granada, España
  • ISMBS: Sánchez Calderón y R. Fernández Fuertes. Do girls differ from boys in the monolingual acquisition of English dative alternation? University of Louisiana at Lafayette, EE.UU.
  • LSRL: Sánchez Calderón y R. Fernández Fuertes. Does the social context play a role in the acquisition of complex dative predicates by heritage and non-heritage Spanish bilingual children? University of Wisconsin, EE.UU.
  • PLC 46: Sánchez Calderón y R. Fernández Fuertes. How do English-Spanish bilinguals’ two languages interact in the acquisition of English active and passive structures? University of Pennsylvania, EE.UU.

2021

  • AESLA: T. Gómez Carrero y A. Ogneva. The acquisition of Spanish grammatical gender by L1 Russian and L1 English adults. Universidade da Coruña, España
  • AESLA: T. Gómez Carrero y R. Fernandez Fuertes. Using eye-tracking data to test how L1 SP-L2 EN bilinguals process Spanish grammatical gender in switched DPs. Universidade da Coruña, España
  • AJT: A. Ogneva y T. Gómez Carrero. Do native speakers and L2 learners judge grammatical gender violations in Spanish similarly? A pilot study with native speakers and L2 learners. Universidad de Zaragoza, España
  • CIEB: R. Fernández Fuertes y E. Gómez Garzarán. Teaching in the spotlight: Does explicit instruction impact on the teaching of noun compounds in English? Universidad de Valladolid, España
  • ISB: S. Mujcinovic y R. Fernández Fuertes. When [-]&[-] and [+]&[-] is a plus: adding on to the nature of subjects in contact. University of Warsaw, Polonia
  • ISB: T. Gómez Carrero y R. Fernandez Fuertes. How children in Gibraltar process Spanish grammatical gender: A new look at an old problem. University of Warsaw, Polonia
  • ISBPAC: T. Gómez Carrero y R. Fernandez Fuertes. Testing English-Spanish switched Determiner Phrases: evidence from eye-tracking during reading. Radboud University, Países Bajos
  • ISP: E. Gómez Garzarán, R. Fernández Fuertes y S. Mujcinovic. Noun modification at a crossroads. Universidad Nebrija, España
  • ISP: T. Gómez Carrero y R. Fernandez Fuertes. Spanish grammatical gender through the eyes of the L1 Spanish-L2 English bilingual child. Universidad Nebrija, España
  • NPIT: E. Álvarez de la Fuente y R. Fernández Fuertes. Translation strategies used by bilingual children: natural or universal? University of Amsterdam, Países Bajos
  • PECSC: R. Fernández Fuertes y E. Gómez Garzarán. When exposure and instruction meet: L1 Spanish children dealing with noun modification in English. Universidad de Valladolid, España

2025

  • Martínez García, M.T. Allies or enemies? Applications of Artificial Intelligence in Foreign Language Teaching. Universidad de Guanajuato, Mexico
  • Martínez García, M.T. Innovative Approaches to Pronunciation Teaching: Hands-on Strategies for Effective Learning. Sookmyung Women’s University, República de Corea

  • Álvarez de la Fuente, E. y R. Fernández Fuertes. Interpreting as a natural skill: from family interactions to classroom applications. Constantine the Philosopher University, Eslovaquia.

  • Fernández Fuertes, R. y S. Mujcinovic. How do children acquire and learn English sentential subjects? The contact between typologically similar and typologically different languages. University of Banja Luka, Bosnia y Herzegovina

  • Martínez García, M.T. Innovative approaches to pronunciation teaching: Hands-on strategies for effective learning. Sookmyung Women’s University, República de Corea

2024

  • Fernández Fuertes, R. Catching bilingual children’s eyes: language on the move! University of Wuppertal, Alemania.
  • Fernández Fuertes, R. Codeswitching as a window to explore how simultaneous bilingual children’s two grammars interact. University of Hamburg, Alemania.
  • Fernández Fuertes, R. Instruction in the spotlight: child L2 English noun-noun production. University of Wuppertal, International Workshop Acquisition advantages in multilingual learners: theoretically- and empirically-based studies of the multilingual advantage and it’s use in society, Alemania
  • Fernández Fuertes, R. The internal representation of grammatical gender features in the mind of child heritage bilinguals in Spain. University of Arizona, EE.UU.
  • Fernández Fuertes, R. y J.M. Liceras. Bilingualism as a first language: ‘who is who’. University of Texas at Austin, EE.UU.
  • Fernández Fuertes, R., E. Álvarez de la Fuente, S. Mujcinovic y T. Gómez Carrero. Adquisición y procesamiento bilingüe: de la teoría a los datos. Universidad de Valladolid, campus de Segovia, España
  • Fernández Fuertes, R., S. Mujcinovic, E. Álvarez de la Fuente, Q. Yuan, T. Gómez Carrero y E. Gómez Garzarán. English as a heritage language in Spain: an analysis of the bilingual child’s internal grammar. Universitat Pompeu Fabra, Workshop on bilingualism with minority languages, Spain

2023

  • Fernández Fuertes, R. Does input manipulation lead to acceleration effects in second language English instruction?. University of Ottawa, Canadian Centre for Studies and Research in Bilingualism and Language Planning (CCERBAL) y Official Languages and Bilingualism Institute (OLBI), Canadá
  • Fernández Fuertes, R. y J.M. Liceras. A formal linguistic approach to the bilingual advantage: revisiting the “two-in-one” paradox. University of Toronto, Canadá
  • Fernández Fuertes, R. y J.M. Liceras. Formal linguistics and bilingualism: the ‘two in one’ paradox and the psychological reality of lexical transparency. Universitat Pompeu Fabra, España

2022

  • Álvarez de la Fuente, E. y R. Fernández Fuertes. Bilinguals and translation: who translates what and where. Constantine the Philosopher University, Eslovaquia.
  • Fernández Fuertes, R. Child bilingualism: the acquisition of two grammars from birth. UNED, España.
  • Fernández Fuertes, R. What does it mean to be bilingual? Myth and science. University of Gibraltar y Gibraltar Cultural Services.
  • Sánchez Calderón, S. y R. Fernández Fuertes. On the acquisition of Spanish complex dative predicates by English-Spanish bilinguals who are exposed to two types of input. Ulster University, Reino Unido.
  • Sánchez Calderón, S. y R. Fernández Fuertes. Working with Gorilla Experiment Builder for the Design of Experimental Projects in Linguistics. Ulster University, Reino Unido.

2021

  • Fernández Fuertes, R. Una cuestión de matemáticas: 1 persona, 2 lenguas. Bilingüismo: ciencia, educación y sociedad. Universidad de Granada y Bilingualism Matters.

conferencias (participación) anteriores